Module 1.3

Edit 0 1 …
Module 1.3 Notes

McGregor, Joy. "Collaboration and Leadership." Curriculum Connections through the Library. Eds. Barbara K. Stripling and Sandra Hughes-Hassell. Westport, CT: Libraries Unlimited, 2003. 119-219.

Factors to Consider in Leading Collaborative Efforts:
  1. Principal’s Mental Model
    1. use of teachers’ planning time
    2. top-down vs. bottom-up leader
    3. past librarian experiences
    4. Keeping principal informed on efforts for improvement of teaching and learning is key!
  2. Knowledge of Curriculum
    1. whole-school view necessary
    2. learning what is studied at each grade level should be a priority for new librarians
  3. Teachers’ Prior Knowledge and Experience
    1. past collaborative experiences
    2. let Ts know what’s in it for them.
  4. Ability to See the Big Picture
    1. observe overall needs and identify problem areas that can be addressed by collaboration
    2. Principals and T-L are typically only ones with this vision
  5. Belief in the ability to lead
    1. View leadership as a developmental process
    2. Be confident!


Leadership skills, qualities and attitudes
  • Patience and empathy a must
  • Notice when others need encouragement
  • Emotional intelligence


Principles and Strategies for leading successful collaborations
  1. Create/Take advantage of Opportunities - Listen to Ts and provide information and resources without their even being requested opens doors to discussion
  2. Acknowledge Agendas
    1. T-L - information literacy and processes
    2. T- content and knowledge-based
    3. Possible shared agendas?
  3. Discuss Expectations
    1. T-L: opportunity to affect learning with a group of students, integrate information literacy, full partner in planning and teaching
    2. T: gain some knowledge about resources but does not expect librarian to be a planning partner OR leaves all planning to T-L and only expects to bring students to the library for librarian to teach
    3. T-L must assess T expectations and compromise until T is comfortable with collab.
  4. Determine Goals and Objectives
    1. G & O should guide planning
    2. Work toward reaching both T and T-L goals
    3. Set goals for collab.
  5. Set Priorities - look for what is best for collab. team AND student learning
  6. Create Teams
    1. clear, shared goal
    2. unified commitment
  7. Keep Team Focused on the Mission - gives direction to members when group dynamics, mismatched agendas, etc, could potentially cause problems
  8. Evaluate - look at what went well and what needs to be changed next time
    1. Collect ideas after lesson before they are lost - T-L may have to initiate this
    2. Debriefing with teams of more than 2 to compare all perspectives
    3. Provide feedback (include feedback from students)
  9. Document Evidence - EBP
  10. Reward Positive Results - give credit in T’s name
  11. Lead Professional Growth
    1. technology, pedagogical ideas, sharing resources
  12. Share Leadership - increased team participation is a sign of growth not a threat to leadership
Maturing Leadership
  • school-wide plan for information literacy
  • curriculum map


Hamilton, Buffy J. "The School Librarian As Teacher: What Kind Of Teacher Are You?" Knowledge Quest 39.5 (2011): 34-40.Academic Search Complete. Web. 12 Sept. 2015.
Collaboration is learning-centered, scaffolding Ss’ ability to read, write and create content
  • shared ownership of inst. des., content, and assessment strat.
  • mutual philosophy of teaching and learning; diverse range of talents and areas of expertise


Schultz-Jones, Barbara. "Collaboration In The School Social Network." Knowledge Quest 37.4 (2009): 20-25. Academic Search Complete. Web. 17 July 2012.

Planning for collaboration improves teaching and learning, models cooperation for students.

Fostering social relationships with teachers is important.
Cultivating relationships with willing collaborators may be more effective than focusing on one subject area or group.